Keywords higher vocational education; Problems; solution
In recent years, China's higher vocational education has developed rapidly, and the number of students has accounted for half of the number of college students, which has made great contributions to the popularization of higher education. However, with the rapid expansion of scale, the problem of how to improve the quality of higher vocational students' training to meet the needs of social and economic development for highly skilled talents has also emerged.
Analysis of Problems in 1
1. 1 There are misunderstandings in the concept of running a school, and the social recognition is not high: "The way out for higher vocational education lies in the combination of production and learning, and the combination of schools and enterprises". Although this has become a consensus, in the actual process of running a school, there are very few things that can really be done. The reason is not only the school itself, but also the recognition of higher vocational education by society and enterprises.
1. 1. 1 Many higher vocational colleges are established and upgraded by secondary vocational schools. On the one hand, these institutions lack experience in running higher vocational education well and need to explore slowly in practice; On the other hand, there are also problems such as unstable students and heavy historical burden. Even if these schools really want to take the road of "combination of production and learning, school-enterprise cooperation", there must be a process.
1. 1.2 Although some higher vocational colleges have a long history of running schools, they have accumulated certain experience in running schools, and some majors have realized the "combination of production and learning, school-enterprise cooperation", but the social evaluation and recognition of higher vocational education make them want to run higher vocational colleges well, but they also want to make their schools into undergraduate colleges through hard work. It seems that only "college-upgraded" schools have a way out. These obviously violate the original intention of the country to develop higher vocational education, and it is also easy to distort the orientation of the school's school-running objectives, and it is difficult to truly demonstrate the school-running characteristics.
1. 1.3 Many enterprises don't realize the importance of improving employees' skills to occupy the market for a long time. Most enterprises are very short of * * * and organizers who know how to train, and the production internship positions that may be provided in enterprises are not enough. Therefore, enterprises are far from showing enough enthusiasm in the marriage with higher vocational colleges.
1. 1.4 The competition of outstanding students is still of great significance in the era of popularization of higher education. The difference between higher vocational education and ordinary higher education is only the difference of training objectives rather than academic level, so higher vocational education also expects and calls for excellent students. However, the social recognition of higher vocational education is not high, which objectively makes higher vocational colleges a place to receive some students who do not have the conditions to receive higher education. Most students who enter higher vocational colleges belong to "students with learning difficulties". Because the enrollment batch of higher vocational colleges is at the end, and the charging standard is not low, some undergraduate students with good grades are unwilling to apply for the exam, which is not conducive to the choice of students in higher vocational colleges. In addition, the objective imbalance of enrollment policy leads to the unstable scale of higher vocational colleges, focusing on short-term benefits, which seriously restricts the long-term planning and sustainable development of higher vocational colleges.
1.2 Serious shortage of funds for running a school: As far as objective requirements are concerned, higher vocational colleges have higher requirements on laboratory and on-campus practice conditions, relatively more teaching funds are invested, and the cost of running a school is not lower than or even higher than that of ordinary undergraduate education. At present, higher vocational education is mostly organized by local governments below the provincial level, and the investment in the construction and development of higher vocational colleges has not been included in the financial plan. Most of the higher vocational colleges are newly built, with a weak foundation, and some are even heavily in debt. Due to poor investment channels and shortage of funds, hardware construction can't keep up with the needs of upgrading the level and expanding the scale, and some schools can't meet the teaching requirements, so it is difficult to guarantee the quality of running schools. But we mainly rely on tuition income as the source of funds. If we don't expand enrollment, it is still difficult to survive. What about development? Therefore, many schools can only do what they know they can't do, and the school operation is in an embarrassing dilemma.
1.3: There is a serious shortage of teachers. At present, there is not only a serious shortage of teachers in higher vocational colleges, but also the gap between teachers' knowledge and ability structure and the requirements of higher vocational education is obvious, and their academic qualifications and professional titles are low. What is more prominent is that the "double-qualified" teachers have not yet formed. 80% of teachers have little working experience in enterprises and engineering units, and more teachers are young teachers recruited from fresh graduates, with low social participation and lack of practical experience and ability. Objectively speaking, teachers' overburdening of teaching work, following the evaluation standards of professional titles of undergraduate colleges and lacking of effective incentive mechanism are all unfavorable to teachers' development in the direction of "double-qualified".
2 solutions
2. 1 Establish a correct school-running concept: Establish a correct school-running concept, including accurate target positioning, correct quality awareness, distinctive feature awareness, strong student-oriented awareness, and educational marketing concept.
2. 1. 1 In terms of target positioning, it is necessary to accurately determine the overall goal of higher vocational colleges and to determine personalized goals in combination with the characteristics of some special majors.
2.2.2 In terms of quality awareness, we must adhere to the connotation development model with quality as the core and strive to overcome the scale-oriented development model. The limited educational resources make it impossible and unnecessary to cover all majors. According to their respective advantages in educational resources and the requirements of local economic and social development, we should run characteristic majors and excellent majors well, cultivate talents with their own characteristics, and enhance the vitality and competitiveness of the school.
2.2.3 Student-oriented, people-oriented, put students' needs and growth first, and truly implement the service-oriented and employment-oriented educational concept.
2.2.4 The core of the educational marketing concept is to set up specialized agencies to conduct in-depth research and scientific prediction on the talent market on a regular basis, close to the actual production and life of society, and realize "tailor-made" and "fixed production by sales" in terms of talent specifications and quantity.
2.2 Increase funding: The central and local governments must co-ordinate the layout of higher vocational colleges, determine the setting density of higher vocational colleges according to the actual needs of geographical area, population and social and economic development, adhere to the conditions and make a reasonable layout. At the same time, it is necessary to moderately control the development scale of each school and take a healthy, coordinated and sustainable development path. If it is difficult for local finance to implement the teaching capital construction funds, it should increase the annual career funds of higher vocational colleges within its power, and strive to make the average cost of full-time education for students in higher vocational colleges not lower than that of undergraduate colleges. The development of higher vocational education conforms to the trend of China's social and economic development and is by no means an expedient measure. Therefore, local governments have the responsibility to invest in the construction of higher vocational colleges, relying on the power of the government to promote the popularization of higher education, rather than relying solely on schools to collect tuition fees to develop themselves.
2.3 Strengthening the construction of teaching staff: The construction of teaching staff is not only the focus of the construction and development of higher vocational colleges, but also the biggest difficulty. Only a strong teacher camp can develop majors, attract students, strive for topics, produce more achievements, attract investment, and improve the reputation, status and efficiency of the school.
2.3. 1 First of all, according to the needs of running a school, we should reasonably determine the proportion of personnel structure, greatly increase the proportion of full-time teachers to the total number of teaching staff, and at the same time have a certain proportion of external teachers to provide human resources protection for the development of the school.
2.3.2 Second, speed up the training of academic leaders and backbone teachers, pay equal attention to scientific research and teaching, respect labor and initiative, really improve treatment, give full play to the exemplary role of outstanding talents, and form a backbone teacher group as soon as possible.
2.3.3 Third, implement the system that teachers work in enterprises on a regular basis, establish an effective incentive mechanism, actively introduce senior technical talents, and accelerate the pace of the construction of "double-qualified" teachers.
2.3.4 Fourth, in the evaluation and employment of teachers' professional titles, we can't simply follow the evaluation and employment standards of undergraduate colleges, because according to the characteristics of teachers' requirements in higher vocational education, the evaluation and employment system of teachers' professional titles with higher vocational characteristics is gradually formed. For example, teachers with enterprise training experience and "double-qualification" are required to evaluate and hire senior professional titles. So as to promote the development of teachers in the direction of "double-qualified". 2.4 Vigorously promote teaching reform: the talents trained by higher vocational education have the characteristics of application, practicality, complexity and professionalism. Therefore, it is necessary to strengthen the practical teaching link and ensure that the class hours of theoretical teaching and practical teaching reach 1: 1. At the same time, it is necessary to pay attention to practice by increasing the number of practical teaching hours, and to clarify the practical teaching content and the target requirements of ability assessment that are suitable for professional ability, so as to truly pay equal attention to theoretical teaching and practical teaching requirements and improve the level simultaneously. With the rapid development of modern economy, science and technology and culture, the change of occupation and the update of knowledge and skills are accelerated, which requires higher vocational education to proceed from the requirements of cultivating students' ability and quality and adhere to the principle of "knowledge-based, practice-guaranteed and ability-oriented"; Do more cases, less indoctrination, more "black boxes", less deduction, more practice and less theory; Taking the cultivation of students' post (group) comprehensive professional ability as the main line, the teaching should be arranged reasonably, so that the ability cultivation can be organically combined with theoretical teaching and practical teaching at different stages, and the following teaching characteristics of higher vocational education can be formed:
2.4. 1 Construct a new teaching process. Students can not only master the knowledge and technology in specific professional fields, but also cultivate their general ability to analyze and solve problems, as well as their ability to find and solve problems independently in their future work.
2.4.2 Cultivate students' professional ability. This is the requirement of the new vocational education concept for higher vocational education. We should make full use of students' personality characteristics and personal hobbies to carry out personalized education, cultivate students' professional ability of being diligent in learning, good at application and innovation, and finally reach superior skill level in a certain professional field.
2.4.3 Cultivate students' professional awareness. It is necessary to cultivate students' sense of occupation, competition and cooperation, so that higher vocational graduates can better meet the challenges of knowledge economy and the competition of market economy, and survive and develop.
2.5 Explore the "dual system" mode of running a school:
"Dual system" training mode is the basic system and main feature of German vocational education, and it is also the key to the success of German vocational education. "Dual system" is to teach students in two places at the same time, and the whole training process of students is completed in enterprises and vocational colleges. Students study in higher vocational and technical colleges for three years. Except for legal holidays, there are no winter and summer vacations. Students spend half their time in enterprises and half their time in schools. Under normal circumstances, only half of the registered students who receive education at school study at school. The teaching task of the school is mainly to impart necessary professional theories and knowledge to students, pave the way for students to go to enterprise training, coach and improve students' achievements in enterprise training, solve problems encountered by students in enterprise training, and deepen and supplement the general education task. Therefore, the "dual system" school-running mode has the following characteristics:
2.5. 1 Compared with school-based vocational education, dual vocational education pays more attention to the cultivation of practical skills and guarantees them. This makes the vocational education to train the practical operators in the front line of production truly become a welcome education for enterprises. Although China also attaches great importance to the cultivation of students' practical skills, the school-based training mode objectively keeps students away from the production line, and concentrated production practice is not conducive to students' timely combination of theory and practice.
2.5.2 Under the dual vocational education system, because students study in a specific working environment, students have more opportunities to communicate with enterprises, which greatly reduces the risk of unemployment after training. This has certain reference significance to the problem of counterpart employment that has been difficult to solve in China for many years.
2.5.3 Compared with the current vocational education teaching content that emphasizes system theory in China, dual vocational education with job demand as the training goal is more popular among enterprises. Taking the requirements of workers' technical grade evaluation standards as the training goal, it should be an important content of China's vocational education teaching reform to construct the corresponding teaching syllabus and teaching content system.
At present, the school-running model of "combining production with learning and training by order" advocated by the Ministry of Education in China is actually similar to the "dual system" school-running model in Germany. Higher vocational colleges can take some qualified majors as the pilot and adopt the "dual system" model to gain experience, thus promoting the reform of vocational education to develop in depth and breaking a new path for the development of vocational education.